RPP Curiculum 2013
EXAMPLE MODEL OF LEARNING PLAN PROGRAM (RPP)
Education Unit: SMAS Nusantara Kota Jambi
Subject: Chemistry
Class / Semester: X / Semester 2
Material: Studying the Application of Redox Concepts
Number of Meetings: 2 meetings
A. Core Competency
1. To live and practice the religious teachings that he embraces.
2. Living and practicing honest, disciplined, responsible, caring (peasant, cooperative, tolerant, peaceful) behavior, polite, responsive and pro-active and showing attitude as part of the solution to problems in interacting effectively with the social and natural environment and In placing themselves as a reflection of the nation in the association of the world.
3. Understand, apply, analyze factual, conceptual, procedural knowledge based on curiosity about science, technology, art, culture, and humanities with insight into humanity, nationality, state and civilization related causes of phenomena and events, and apply procedural knowledge to A specific field of study according to his or her talents and interests to solve the problem.
4. Processing, reasoning, and presenting in the realm of concrete and abstract realms related to the development of the self-study in the school independently, and able to use methods according to scientific rules.
B. Learning Objectives
After completion of the learning activities, learners can:
1. to live and practice God's greatness through the application of redox concepts,
2. to live and practice scientific behavior in designing and experimenting observing the process of corrosion in iron,
3. undertake cooperative, polite, tolerant, peace-loving and caring environmental behaviors in studying materials regarding oxidation and reduction reactions,
4. perform responsive and pro-active and prudent behavior in studying the material application of redox concept,
5. analyzing the naming of compounds with IUPAC based on the oxidation number,
6. designing experiments and presenting the results of experiments from the process of kernel on iron.
Education Unit: SMAS Nusantara Kota Jambi
Subject: Chemistry
Class / Semester: X / Semester 2
Material: Studying the Application of Redox Concepts
Number of Meetings: 2 meetings
A. Core Competency
1. To live and practice the religious teachings that he embraces.
2. Living and practicing honest, disciplined, responsible, caring (peasant, cooperative, tolerant, peaceful) behavior, polite, responsive and pro-active and showing attitude as part of the solution to problems in interacting effectively with the social and natural environment and In placing themselves as a reflection of the nation in the association of the world.
3. Understand, apply, analyze factual, conceptual, procedural knowledge based on curiosity about science, technology, art, culture, and humanities with insight into humanity, nationality, state and civilization related causes of phenomena and events, and apply procedural knowledge to A specific field of study according to his or her talents and interests to solve the problem.
4. Processing, reasoning, and presenting in the realm of concrete and abstract realms related to the development of the self-study in the school independently, and able to use methods according to scientific rules.
B. Learning Objectives
After completion of the learning activities, learners can:
1. to live and practice God's greatness through the application of redox concepts,
2. to live and practice scientific behavior in designing and experimenting observing the process of corrosion in iron,
3. undertake cooperative, polite, tolerant, peace-loving and caring environmental behaviors in studying materials regarding oxidation and reduction reactions,
4. perform responsive and pro-active and prudent behavior in studying the material application of redox concept,
5. analyzing the naming of compounds with IUPAC based on the oxidation number,
6. designing experiments and presenting the results of experiments from the process of kernel on iron.
C. Basic Competencies and Indicators of Competency Achievement
Basic Competencies
|
Indicators of Competency Achievement
|
1.1 Recognizing the orderliness of the structure of material
particles as a manifestation of the greatness of God YME and the knowledge of
the particle structure of matter as the result of human creative thought that
the truth is tentative
|
1.1 Learners appreciate the greatness of God through the material
application of the redox concept.
1.2 Learners practice the greatness of God through the material application of the redox concept. |
2.1 Demonstrate scientific behavior (curiosity, discipline, honest,
objective, open, able to distinguish facts and opinions, resilient,
conscientious, responsible, critical, creative, innovative, democratic,
communicative) in designing and experimenting and discussing embodied In
everyday attitude.
|
2.1 Learners live scientific behavior in designing experiments on
iron filings.
2.2 Learners practice scientific behavior in conducting experiments on iron filings. |
3.1 Demonstrate co-operative,
courteous, tolerant, peace-loving and caring about the environment and
cost-effective in utilizing natural resources
|
3.1 Learners practice honest, discipline, and cooperation in solving
problems related to the application of redox concepts.
3.2 Learners practice
environmental caring behavior in applying redox concept.
|
4.1 Demonstrate responsive and pro-active and prudent behavior as a
form of problem-solving ability and decision making.
|
4.1 Learners exercise sensible behavior in applying redox concepts.
4.2 Learners run responsive in applying redox concept. |
5.1 Analyze the development of the concept of oxidation reactions -
reduction and determine the oxidation number of atoms in molecules or ions.
|
5.1 The learners name the compound by the name of IUPAC based on the
oxidation number.
5.2 Learners analyze the application of the concept of redox in everyday life. |
6.1 Design, perform, and conclude and present experimental results of
oxidation-reduction reactions.
|
6.1 Learners write down the nomenclature of a compound with the name
of IUPAC based on the oxidation number
6.2 Students conduct experiments and conclude and present experimental results on the process of ironing on iron. |
D. Material
Learn about the Implementation of Redox Concepts
1. IUPAC Procedures Based on Oxidation Numbers
2. Application of Redox Concepts
E. Learning Method
1. Method:
A. Lecture method
B. Discussion Method
C. Troubleshooting Method
D. Experimental Method
2. Approach
• Scientific approach (scientific approach)
F. Media and Learning Resources
1. Media Learning
• Presentation Media (Power Point)
2. Learning Resources
A. Chemistry X textbook
B. Tools of practicum materials and presentation media
C. Other references:
Briggs, J. G. R. 1998. A-Level Guide Chemistry. Singapore: Longman.
Burns, Ralph A. 1995. Fundamental of Chemistry. New Jersey: Pretice hall, Inc.
Chang, Raymond. 2003. Basic Chemistry of Core Concepts. Jakarta: Erland.
Depdikbud 1981. Practical Guide to Chemistry. Jakarta: Depdikbud.
Gallagher, Rose Marie, et. Al. 1994. Coordinated Science Chemistry. New Yorrk: Oxford
Gendell, Julien. 1993. Basic Chemistry: A Problem Solving Approach. New York: West Publishing Company.
G. Learning Steps
Meeting 1st
1. Introduction (15 minutes)
A. The teacher greeted by inviting the students to pray together.
B. Teachers provide motivation, conditioned learners to follow learning, and explain the purpose of learning.
C. The teacher explains the learning objectives or basic competencies to be achieved.
D. The teacher asks questions about the learners' understanding of the previous material. For example: "Who still remembers material about autoredox reactions?", "What is an autoredox reaction?".
E. The teacher conveys the material coverage and explanation of the activity description.
F. The teacher explains the IUPAC nomenclature based on the oxidation number.
2. Core Activity (65 minutes)
A. Observe
1) The teacher provides an opportunity for the learners to observe the layout table in the textbook.
2) Learners observe the naming of binary compounds of metal and nonmetals.
3) Learners observe the naming of binary compounds from non-metallic and non-metals.
4) Learners observe the naming of compounds containing polyatomic ions, and acid compounds.
B. Asking (formulating problems / hypotheses)
1) The teacher provides opportunities and encourages all learners to ask questions,
2) Students ask questions regarding IUPAC nomenclature based on the oxidation number, such as the following.
A) How to write from CrCl3 compound?
B) What is the chemical formula of a copper compound (I) lodda?
C. Collect data / experiment / Observation / observe
• Visit the web that discusses the IUPAC nam naming based on the oxidation number.
D. Make the Association
1) Learners formulate ways of naming binary compounds of metals and nonmetals.
2) Learners formulate the naming of binary compounds from non-metallic and non-metals
3) Learners formulate ways of naming compounds containing polyatomic ions, and acid compounds.
4) Learners find the association of naming compounds with oxidation numbers.
E. Communicating
1) Learners create groups and discuss about the solution of the teacher's questions related to the IUPAC nomenclature based on the oxidation number.
2) Learners present the results of the discussion in front of the class.
3. Closing Activity (10 minutes)
A. Together with the learners make a conclusion together about the IUPAC nomenclature based on the oxidation number.
B. The teacher assigns home duties on the IUPAC nomenclature based on the oxidation number.
C. The teacher informs the lesson plan plan for the next meeting.
D. The teacher closes the learning activities by praying with the students in accordance with their respective religions and beliefs.
Learn about the Implementation of Redox Concepts
1. IUPAC Procedures Based on Oxidation Numbers
2. Application of Redox Concepts
E. Learning Method
1. Method:
A. Lecture method
B. Discussion Method
C. Troubleshooting Method
D. Experimental Method
2. Approach
• Scientific approach (scientific approach)
F. Media and Learning Resources
1. Media Learning
• Presentation Media (Power Point)
2. Learning Resources
A. Chemistry X textbook
B. Tools of practicum materials and presentation media
C. Other references:
Briggs, J. G. R. 1998. A-Level Guide Chemistry. Singapore: Longman.
Burns, Ralph A. 1995. Fundamental of Chemistry. New Jersey: Pretice hall, Inc.
Chang, Raymond. 2003. Basic Chemistry of Core Concepts. Jakarta: Erland.
Depdikbud 1981. Practical Guide to Chemistry. Jakarta: Depdikbud.
Gallagher, Rose Marie, et. Al. 1994. Coordinated Science Chemistry. New Yorrk: Oxford
Gendell, Julien. 1993. Basic Chemistry: A Problem Solving Approach. New York: West Publishing Company.
G. Learning Steps
Meeting 1st
1. Introduction (15 minutes)
A. The teacher greeted by inviting the students to pray together.
B. Teachers provide motivation, conditioned learners to follow learning, and explain the purpose of learning.
C. The teacher explains the learning objectives or basic competencies to be achieved.
D. The teacher asks questions about the learners' understanding of the previous material. For example: "Who still remembers material about autoredox reactions?", "What is an autoredox reaction?".
E. The teacher conveys the material coverage and explanation of the activity description.
F. The teacher explains the IUPAC nomenclature based on the oxidation number.
2. Core Activity (65 minutes)
A. Observe
1) The teacher provides an opportunity for the learners to observe the layout table in the textbook.
2) Learners observe the naming of binary compounds of metal and nonmetals.
3) Learners observe the naming of binary compounds from non-metallic and non-metals.
4) Learners observe the naming of compounds containing polyatomic ions, and acid compounds.
B. Asking (formulating problems / hypotheses)
1) The teacher provides opportunities and encourages all learners to ask questions,
2) Students ask questions regarding IUPAC nomenclature based on the oxidation number, such as the following.
A) How to write from CrCl3 compound?
B) What is the chemical formula of a copper compound (I) lodda?
C. Collect data / experiment / Observation / observe
• Visit the web that discusses the IUPAC nam naming based on the oxidation number.
D. Make the Association
1) Learners formulate ways of naming binary compounds of metals and nonmetals.
2) Learners formulate the naming of binary compounds from non-metallic and non-metals
3) Learners formulate ways of naming compounds containing polyatomic ions, and acid compounds.
4) Learners find the association of naming compounds with oxidation numbers.
E. Communicating
1) Learners create groups and discuss about the solution of the teacher's questions related to the IUPAC nomenclature based on the oxidation number.
2) Learners present the results of the discussion in front of the class.
3. Closing Activity (10 minutes)
A. Together with the learners make a conclusion together about the IUPAC nomenclature based on the oxidation number.
B. The teacher assigns home duties on the IUPAC nomenclature based on the oxidation number.
C. The teacher informs the lesson plan plan for the next meeting.
D. The teacher closes the learning activities by praying with the students in accordance with their respective religions and beliefs.
The 2nd meeting
1. Introduction (15 minutes)
A. The teacher greeted by inviting the students to pray together.
B. Teachers provide motivation, conditioned learners to follow learning, and explain the purpose of learning.
C. The teacher explains the learning objectives or basic competencies to be achieved.
D. The teacher asks questions about the learners' understanding of the previous material. For example: "Who still remembers material about IUPAC nomenclature based on oxidation number?", "Determine the chemical formula of tin (IV) sulfate!".
E. The teacher conveys the material coverage and explanation of the activity description.
F. The teacher explains the application of the redox concept.
2. Core Activity (60 minutes)
A. Observe
1) The teacher provides an opportunity for learners to observe examples of the application of redox reactions from reading textbooks.
2) Learners observe some application of redox reactions.
B. Asking (formulating problems / hypotheses)
1) The teacher provides opportunities and encourages all learners to ask questions,
2) Learners ask questions regarding redox reactions, such as the following.
A) What are the applications of redox reactions in everyday life!
B) How does waste water treatment process with active sludge method?
C. Collect data / experiment / Observation / observe
1) Learners visit the website that discusses the application of reactions in everyday life.
D. Make the Association
1) Learners formulate the application of redox reactions in everyday life.
2) Learners find the relevance of the application of redox reactions and redox reactions.
E. Communicating
1) Learners make papers on water treatment with active sludge method.
2) Learners present the results of their papers in front of the class.
3) Other students respond.
3. Closing Activity (60 minutes)
A. Together with the learners make a conclusion together about the application of redox reactions.
B. Master assigns home assignments about redox reactions.
C. Learners work on evaluation and competency test at the end of learning activities.
D. Learners do mid-semester exam exercises.
E. The teacher informs the lesson plan plan for the next meeting.
F. The teacher closes the learning activities by praying with the students in accordance with their respective religions and beliefs.
1. Introduction (15 minutes)
A. The teacher greeted by inviting the students to pray together.
B. Teachers provide motivation, conditioned learners to follow learning, and explain the purpose of learning.
C. The teacher explains the learning objectives or basic competencies to be achieved.
D. The teacher asks questions about the learners' understanding of the previous material. For example: "Who still remembers material about IUPAC nomenclature based on oxidation number?", "Determine the chemical formula of tin (IV) sulfate!".
E. The teacher conveys the material coverage and explanation of the activity description.
F. The teacher explains the application of the redox concept.
2. Core Activity (60 minutes)
A. Observe
1) The teacher provides an opportunity for learners to observe examples of the application of redox reactions from reading textbooks.
2) Learners observe some application of redox reactions.
B. Asking (formulating problems / hypotheses)
1) The teacher provides opportunities and encourages all learners to ask questions,
2) Learners ask questions regarding redox reactions, such as the following.
A) What are the applications of redox reactions in everyday life!
B) How does waste water treatment process with active sludge method?
C. Collect data / experiment / Observation / observe
1) Learners visit the website that discusses the application of reactions in everyday life.
D. Make the Association
1) Learners formulate the application of redox reactions in everyday life.
2) Learners find the relevance of the application of redox reactions and redox reactions.
E. Communicating
1) Learners make papers on water treatment with active sludge method.
2) Learners present the results of their papers in front of the class.
3) Other students respond.
3. Closing Activity (60 minutes)
A. Together with the learners make a conclusion together about the application of redox reactions.
B. Master assigns home assignments about redox reactions.
C. Learners work on evaluation and competency test at the end of learning activities.
D. Learners do mid-semester exam exercises.
E. The teacher informs the lesson plan plan for the next meeting.
F. The teacher closes the learning activities by praying with the students in accordance with their respective religions and beliefs.
H. ASSESSMENT
1. Technique and Form of Instrument
1. Technique and Form of Instrument
Technique
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Form of Instrument
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1. Observation of Attitude
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1. Attitude and Rubric Observation Sheet
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2. Portfolio
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2. Guidelines on Portfolio Preparation
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3. Written Test
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3. Multiple Description and Choice Test
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2. Attitude Observation Sheet
No
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spects Reviewed
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3
|
2
|
1
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Description
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1
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Living and practicing God's
greatness
Through matter recognizing oxidation and reduction reactions. |
||||
2
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Have curiosity
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||||
3
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Demonstrate persistence and
responsibility in learning and working both individually and in groups
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3. Attitude Assessment Sheet
No
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Aspects that are Valued in
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Value
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Rubric
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1
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Admire and give thanks to God for the creation of various science
especially Chemistry so that can be utilized and applied in everyday life for
prosperity of living creature.
|
3
2
1
|
·
Shows an expression of admiration for the
subject matter associated with a verbal expression that shows gratitude to
God.
·
Have not explicitly expressed admiration or
expression of gratitude, but have an interest in the whole teaching and
learning activities.
·
Not showing any expression of admiration, or
interest in yet to show admiration for the whole teaching and learning
activities with verbal showing gratitude towards God.
|
2
|
Demonstrate curiosity
|
3
2
1
|
·
Showing great curiosity, enthusiastic,
actively involved in teaching and learning activities.
·
Showing curiosity, but not very enthusiastic,
and only actively involved when asked or asked.
·
Not enthusiastic in observation, it is
difficult to be actively involved in group activities despite being
encouraged to engage.
|
3
|
Demonstrate persistence and responsibility in learning and working
both individually and in groups
|
3
2
1
|
·
Diligent in completing tasks with the best
results that can be done, working on time.
·
Working on time to complete the task, but has
not shown his best efforts.
·
Did not make a serious effort in completing
the task, and the task was not completed on time.
|
What materials do teachers and pupils need before entering into explaining the concept of redox reactions?
BalasHapus1. Media Learning
Hapus• Presentation Media (Power Point)
2. Learning Resources
A. Chemistry X textbook
B. Tools of practicum materials and presentation media and periodic table
does planning study help teachers work?
BalasHapusYes, if the material or design that has been made capable dominated by both teachers and applied to the process pembelajaran.Jika not then the teacher must create a new planning spontaneously to make the students understand the material being studied
HapusObservation of Attitude, how can you do this in your class?
BalasHapusRight attitude observation function to test that students have understood the material I teach and I can assess their knowledge through observation So the way I apply this attitude by giving problems or questions before I give material about the next lesson or in other words, my class will conducted a quiz before starting lessons
HapusHow if the rpp you created does not match what you want please explain!
BalasHapusMay be i will disappointed,because it is very much my hope if the rpp that i designed this went well and true to my liking
HapusWhat materials you use in troubleshooting method? And how you apply?
BalasHapusSuch as books,laptop,infocus,etc.
HapusFirst i will have the students to read the book if they already understand then followed by an explanation on the laptop. Because students usually do not understand very well if teachers explain throught infocus.
what is the learning objectives of your rpp
BalasHapus1. to live and practice God's greatness through the application of redox concepts,
Hapus2. to live and practice scientific behavior in designing and experimenting observing the process of corrosion in iron,
3. undertake cooperative, polite, tolerant, peace-loving and caring environmental behaviors in studying materials regarding oxidation and reduction reactions,
4. perform responsive and pro-active and prudent behavior in studying the material application of redox concept,
5. analyzing the naming of compounds with IUPAC based on the oxidation number,
6. designing experiments and presenting the results of experiments from the process of kernel on iron.
Examples of IUPAC Procedures Based on Oxidation Rate?
BalasHapusOxidation of carbon to yeild carbon dioxide(CO2) or the reduction of carbon by hydroge to yeild methane(CH4) or a complex process such as the oxidation of glucose(C6H12O6).
Hapus